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Report Card 2011

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University of Alaska–Fairbanks

Student Survey

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With the publication of the College Sustainability Report Card 2011, more than 1,100 school survey responses from over 300 institutions are now available online. In total, these surveys offer more than 10,000 pages of data collected from colleges and universities during the summer of 2010 . To access surveys from other schools, go to the  surveys section  of the website. To see grades, or to access additional surveys submitted by this school, please click the "Back to Report Card" link at the beginning or end of the survey.

 

School name: University of Alaska - Fairbanks

Date submitted: August 3, 2010



For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.

 

The response to this survey should be only in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.

 

1)  Contact Information

 

The following fields designate the main contact person for your group.

Name: Mike Golub

School Name: University of Alaska - Fairbanks

Name of student organization: RISE (Review of Infrastructure Sustainability & Energy)

Your position or title: Chair

 

2)  Student Organization

Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.

Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”

 

Number of active members:

11

Date of last meeting (mm/dd/yyyy):

July 20, 2010

Frequency of meetings:

Note: if you meet more than once a week, please select weekly.

Biweekly

 

Key issues addressed and programs implemented since August 2009:

Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."

 

 

Addressed     

Progress           

Describe

Academics

Examples: Minor, major and concentration programs, curricular additions, research projects

[X]

Significant

We have held numerous discussions with Deans and professors in regard to creating an undergraduate sustainability curriculum.  Although our University has many individual sustainability courses, there is no clearly defined Sustainability Department.  Unfortunately, creating a Sustainability Department would incur multiple additional costs.  Therefore, we are attempting to utilize and improve what we already have to keep overhead costs low.  It is possible that UAF can develop a Sustainability Major/Minor that doesn't duplicate current offerings.     We provided funding for two sustainable courses: an Art course where students build a veggie-oil kiln, and an engineering science course where students converted a diesel shuttle van to electric power.     We hope to assist with funding additional student research projects.  Currently, we are discussing uses for a wind mill that was part of a student research project.

Administration

Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions

[X]

Significant

Our chancellor is extremely supportive of sustainability efforts and programs.  With his assistance, the RISE board was able to develop 1 full time sustainability coordinator job position, 12 undergraduate assistant positions, and one graduate assistant position.  The jobs were posted through the central hiring system and interviews are on-going.

Climate

Examples: Climate action plan, greenhouse gas emissions inventory

[X]

Moderate

We have a hodgepodge of metering equipment, so we would like to fund some additional meter installations to monitor power consumption at various locations.  UAF has its own power plant, so it is fairly easy to track current usage in most buildings.  UAF generates about 87% of its own electricity, a majority of which is produced from coal.  The coal is delivered by rail, traveling about 100 miles. The remaining 13% is purchased from GVEA, the local electric utility. Ten percent of GVEA's peak load comes from renewable energy sources. GVEA has promised to reach 20% renewable by 2014.  The current coal fired plant was built in 1964 and will need to be replaced soon. We are encouraging the University to look at alternative power for replacement.  We are examining ways to decrease the amount of air travel that students are compelled to take.  Alaska has a limited road network, and many cities and villages are only accessible by air.   One idea was to eliminate the break between semesters.

Endowment

Examples: Proxy voting guidelines, investment advisory committees

[  ]

None

Energy

Examples: Conservation/behavioral
change programs, retrofits and
efficiency improvements

[X]

Moderate

UAF has a Car Thermostat program; its infrastructure allows a vehicle's block heater to be activated only when the outdoor temperature is 20 degrees F and below.  (Fairbanks experiences extreme cold conditions, and many vehicles may not start if the block heater is cold.  Also, the Fairbanks North Star Borough encourages all drivers to plug in their vehicles when the temperature is 20 degrees or less in order to avoid "cold starts", which increase emissions.)  We will design posters to let people know about water and electrical usage on campus.  We have discussed implementing more use of timers for items not used 24/7.

Food

Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines

[X]

Moderate

We are in the planning stages of developing a community garden.

 

Green Building

Examples: Design or construction policy

[X]

Moderate

We are looking to help fund a "green dormitory" next year.

Grounds and Maintenance

Examples: Green landscaping, non-toxic cleaners

[X]

Moderate

UAF has programs for weed control, especially regarding invasive non-native plants.  Occasionally, groups of student volunteers will conduct "weed pull" events, or conduct flower plantings.  We have an extensive trail system that allows students to bike, walk, skijor and cross country ski around campus.  Tree plantings have also been conducted by the University.

Student Involvement

Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus

[X]

Moderate

We had several events this last year including a Carbon Cap Discussion, bi-weekly open RISE board meetings and the SCTF Earth Day festival.

Transportation

Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit

[X]

Moderate

We work in conjunction with our Sustainability Campus Task Force (SCTF) which has a Bike program.  We are building an Electric Shuttle Bus will decrease the amount of fuel used.  We have an electric vehicle that is used to collect recycling materials around campus.

Waste Reduction

Examples: Recycling, composting,
reducing consumption

[X]

Significant

We run the recycling program that collects Aluminum Cans, Plastic Bottles, Cardboard and Toner Cartridges. We’d like to see a syllabus/orientation requirement that informs students where to put their recyclables.

Water

Examples: Water conservation, reducing campus pollution, bottled water campaigns

[X]

We are proposing to install timers on the Water fountain, and funding a research project to recycle plastic bottles locally.

Other

[  ]

 

Additional Comments

 

3)  Sustainability Competitions and Challenges

This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.

 

First competition

 

Name of competition

Bike to Work

Frequency of competition

Annually

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

2006

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

Facilities

               

Participants:

 

Students

[X]

Faculty

[X]

Staff

[X]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

Transportation Alternatives

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

 

Second competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

 

Third competition

 

Name of competition

Frequency of competition

Year initiated

Even if the competition has not been held continually each year, enter the year it began.

Groups involved in coordinating

If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.

               

Participants:

 

Students

[  ]

Faculty

[  ]

Staff

[  ]

Other. Please describe.

 

Incentives/Rewards:

Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?

 

Goals of competition:

Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).

 

Energy conservation

[  ]

Waste reduction

[  ]

Water conservation

[  ]

Other. Please describe

 

Percent of energy/water/waste reduced (describe):

Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.

 

Lasting effects of competition:

Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?

 

Website:

                               

4)  Sustainability in Student Government and Other Activities

Please describe the role of Student Government and other groups.

 

Does your student government include a specific position or committee dedicated to campus sustainability issues?

Yes

 

If yes. Please describe below:

Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?

ASUAF Sustainability Director

 

Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:

Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.

 

 

Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.

 

Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):

 

 

 

 

 

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